Behaviour and Anti-bullying Policy

Introduction

At Garsington Primary School we believe that:
· children learn best when there is a quiet, well-ordered atmosphere.
· children learn best about behaviour when they are clear about what they are supposed to do and when they are consistently encouraged to do so.

We are committed to maintaining high expectations of good behaviour.

Principles and Aims

To encourage a safe, secure, purposeful and happy atmosphere within the school.
To have a consistent approach to behaviour and to make the boundaries of acceptable behaviour clear.
To encourage each child to accept responsibility for his or her own behaviour and it’s impact on others.
To create a community where achievements at all levels are acknowledged and valued.
To prevent bullying.
To ensure fair treatment for all, regardless of age, gender, race, ability and disability.

Core Values

Our school curriculum is underpinned by the Core values that we hold dear at our school:

Enjoyment– Through inspiring each child to develop a joy of learning we learn to value and explore, celebrate and enjoy the world in all its mystery and diversity.

Respect – Through respect for each other, ourselves, our school, our community and the wider world we create an environment in which those things we value can grow.

Trust- Through trusting relationships we enable our learners to make the right choices which keep them safe and happy.

Methods

Our Values are displayed around the school. In addition, throughout the year teachers and children will use School Values as a basis for creating age-appropriate classroom rules.

We have a reward system to acknowledge good behaviour 
- Specific praise to the child.
- Stickers, certificates etc arranged in individual classes by individual teachers.
- The school is divided into Houses. Children may be given house points for effort, excellence progress, a positive attitude and behaviour. The running totals are given each fortnight, resulting in a cup which is awarded every term.
- House points, attendance and class certificates.

We have a procedure to deal with inappropriate behaviour

Stage 1
Inappropriate but minor misbehaviour should be dealt with by the class teacher or responsible adult involved (e.g. Midday Supervisor, Teaching Assistant, etc and referred to the class teacher) – this will include, a reminder of what the expected behaviour should be and any appropriate action that the adult feels is needed (see appendix Positive Behaviour Management Strategy-)

Stage 2
Continued or serious inappropriate behaviour should be referred by the class teacher to the Headteacher or Deputy Headteacher and SENCO. At this stage privileges may be withdrawn and parents are involved. ( Examples of serious behaviour include damage to property, violence to another person, or persistent inappropriate behaviour/not adhering to the school values on a regular basis).

Stage 3
If the above persists, an Action Plan will be drawn up by the class teacher and SENCO/HT in consultation with parents and the child. This may include:
· A daily report book between parent and school contributed to by staff who are directly involved with the child.
· Other methods whereby the child’s behaviour is monitored throughout the day and fed back to child and parents.
· Regular meetings with parents are arranged.

Stage 4
Outside agencies such as The Behaviour Support Service may be contacted to give advice and support the child’s needs and a Behaviour Support Plan may be drawn up. Parents will always be informed that this is happening and will be involved in all discussions.

Stage 5
If there is no improvement in the pupil’s behaviour the seriousness of the situation will be explained to the parent and child that repeated offences may mean a fixed term exclusion and ultimately, permanent exclusion in consultation with the Local Authority

Stage 6
The Exclusion process as outlined in Local Authority documentation begins when all the above have been exhausted.

The timescale of the above will be dependent upon the individual situation which will be discussed and reviewed constantly, involving all relevant adults. At all stages the child concerned will be clearly told what he or she is doing wrong, what is the correct way to go, given the opportunity to make changes for the better, and be told clearly what the consequences are for further inappropriate behaviour.

Anti-Bullying

We consider bullying to be a form of inappropriate behaviour and so would follow the same procedure. In addition, the victim of bullying will also be spoken to and an adult identified to monitor closely what is happening to that child. We understand that bullying is intentional and aimed at the same person over and over again. It might be any of the following:

- Making fun of someone or mimicking them.
- Pinching, punching and kicking them.
- Leaving the same person out or ignoring them.
- Whispering or writing notes about them.
- Spreading rumours about them.
- Ganging up against them.
- Deliberately annoying them.
- Staring, smirking or giving ‘unpleasant’ looks.
- Calling them names or saying unkind things to them.
- Making them feel small and unimportant.

Management Strategies

All members of staff serve as role models to the children and will set a high standard in relation to our School Values
All members of staff are aware that effective behaviour management relies on positive relationships and strategies which keep children safe whilst helping them find better ways to manage their own behaviour
Any child reaching Stage 2 of the inappropriate behaviour procedure will be made known to all members of staff.

Monitoring and Review

The chair of governors and other appropriate governors will be informed if a child reaches stage 5 of the Inappropriate Behaviour Procedure. The child will be identified by year group only at the discretion of the Headteacher.

Should a child reach stage 5, the effectiveness of the Inappropriate Behaviour Procedure will be reviewed by staff.

Policy Review
This policy was last reviewed in April 2014 and will be reviewed every two years or earlier if necessary.

Appendix A

Positive Behaviour Management strategy

We aim for certainty, not severity and commonality of language.

All behaviour management at Garsington School should focus on the behaviour and not the child. Children should be reassured that it is their behaviour that may be unacceptable but not the individual themselves.

Choices

Children are encouraged to view behaviour as a choice. Adults are asked to use the language of choice, “you can either continue to ………. Or you can choose to …….. if you do choose to continue to …… then I will have to ask you to ……. If you stop and make the right choice then we can ……”.

Low level attention seeking behaviour can be ignored and positive models emphasised, but if it disrupts learning for others then the consequences should be put in place quickly and with as little attention to the individual as possible.

Refusal to accept any of the consequences triggers the next stage in the sequence. However children may be given some ‘take up time’ which means that they are given a specified amount of time to make their choice. Some behaviour is serious and skips the first stages of consequences. Any behaviour which is considered to be bullying or verbal abuse including physical injury to children or adults should be brought to the attention of the class teacher and Headteacher or senior staff immediately.

· All reflection sheets need to be agreed by the adult involved with the incident.
· All incidents must be recorded in the Behaviour Log Book (kept in the office)

and Consequences

When a child is non-compliant, we use the following structure to manage behaviour.

1. Reminder about Shared values, positive encouragement
2. A choice is given and a reminder about consequences, time may be given for the child to make the right choice
3. Time out within the classroom is given to think about choices
4. Time out is given for reflection including filling in a Reflection Sheet. A member of staff will always talk through the Reflection Sheet with the child as soon as possible after the child has completed it. The child will have the opportunity to make reparation.
5 Work missed due to reflection time will be made up during morning play or lunchtime play.
6 For repeated non-compliant behaviour (more than 3 Reflection Sheets per short term) a formal behaviour contract will be drawn up with theHT/DHT/SENCO, child, parents/carers and the child’s teacher. This will be monitored weekly. (see stage 3 of inappropriate behaviour procedure)
7 Outside agencies will be contacted when the behaviour of a child raises sufficient concern (see stage 4 of inappropriate behaviour procedure)
8 If a child behaves in a way that is a danger to children or staff, other children will be removed from the presence of the non-compliant child, and the head teacher will be informed immediately.

In some circumstances, physical intervention with a child/young person may be seen as appropriate e.g. preventing an accident such as a child/young person running into the road or to prevent injury to themselves or others. This should be achieved with minimum force and for minimum time. Any such incidents should be recorded. Staff are regularly trained through INSET (team teach) on safe physical management for individual children as appropriate.